The needs and progression of our learners and is central to our curriculum. The key principles that are essential for meaningful learning for all learners in the period of learning leading to progression step 1. To ensure quality for our reviews, only customers who have purchased this resource can review it. Secondary schools are also encouraged to engage with leaders of post-16 settings, for example, further education institutions. Progression and the Curriculum for Wales 2022. Taith360 is a complete planning and assessment tool designed for the new Welsh Curriculum. Part of: Curriculum for Wales First published: 15 November 2021 Last updated: 15 November 2021 Documents Curriculum for Wales: Progression Code PDF 603 KB This file may not be accessible. In terms of individual learner information, schools and settings must share information with parents and carers about: Sharing individual learner information with parents and carers must be done at least termly and need not be contained in large written reports but fed back in the best format determined by the head teacher. These should include established cluster working but also school networks, relationships with relevant funded non-maintained nursery settings, PRUs and EOTAS providers. This includes developing and embedding a robust and effective process for the transition of learners along the 3 to 16 continuum. the pace and challenge of expectations the process of developing a shared understanding enables practitioners and schools and settings to explore whether their expectations for learners are sufficiently challenging and realistic and whether any support is required by individuals, further supporting equity for all learners, provide ongoing opportunities for practitioners to reflect on their understanding of progression and how it is articulated in their curriculum, thus feeding into their curriculum and assessment design, planning and self-evaluation and improvement processes, provide ongoing opportunities for practitioners to compare their thinking to other similar schools and settings, providing a level of consistency of expectation while retaining local flexibility, strengthen understanding of approaches and practice between schools and settings, including, where relevant, funded non-maintained nursery settings, PRUs and other EOTAS providers, within their school; and across their school cluster group(s). This sets out the 3 phases that form the iterative process of curriculum design for schools and settings (engagement; designing, planning and trialling; and evaluation and preparing for first teaching). Encounters with employers and employees . Mount Stuart Primary is currently working towards the new Curriculum for Wales which will come into effect from September 2022. January has been chosen to fit best with curriculum planning cycles in schools and settings. It publishes the expert input, supporting materials, and outputs of these conversations on the. their next steps and the support or challenge . A timetable for various meetings/engagement opportunities. Healthy, confident individuals who . As part of this, schools and settings should consider taking forward collaborative approaches through participation in clusters and wider networks. Curriculum for Wales: Statements of What Matters Code Legislation Curriculum for Wales: Statements of What Matters Code Sets out the 27 statements of what matters across the 6 areas of learning and experience. The Gregynog sisters. Each school will choose specific means to implement practice that identifies and addresses any needs of individual learners for additional challenge or support. As such phases and stages do not exist in the new curriculum. If they have chosen to adopt the curriculum provided by Welsh Ministers, assessment arrangements will be made available to be used alongside it. When implementing their assessment arrangements, their own or those provided by Welsh Ministers, providers of funded non-maintained nursery education (FNNE) will, have to have regard to this guidance. Around this time, sisters Gwendoline and Margaret Davies - granddaughters of Welsh industrialist David Davies and owners of Gregynog, a country estate in the county of . As they make progress along the continuum with increasing independence, learners should be supported and encouraged to: Parents, carers and external partners have an important role to play and schools and settings should engage with them so that they can support learner progression in an appropriate way. Successful Futures recommended a change from the current phases and key stages to a continuum of learning from 3 16 years old. In doing so, they should build on structures and relationships that are already in place. As the Curriculum for Wales rolls out in our schools, all practitioners will need a deep understanding of progression and assessment. How might the outcomes of discussions within and between schools and settings feed into the school or settings curriculum and assessment design and self-evaluation processes. Active engagement between the learner and practitioner on a regular basis is at the heart of supporting learner progression. Assessment is key to supporting deep learning and should be used to identify whether a learner needs to consolidate learning, whether further support is needed and/or whether the learner can progress to the next steps in learning. Further guidance to support schools has been provided in the Welsh Government document The Journey to 2022.. As part of the learning process, practitioners and learners should develop an understanding of how each learner learns and what their attitudes and approaches to learning are, in order to support their continuing progress and to foster commitment to their learning. Underpinned by the four purposes of the new Curriculum for Wales, this book empowers pupils with the knowledge and As such, practitioners should assess all learners across the 3 to 16 continuum based on the progression articulated in their school or settings curriculum and in their planned learning intentions. between progression steps with skill-checker activities at the start of each topic and review questions after each These are as follows. To reflect the importance of these discussions between practitioners, the leaders of all schools and settings in Wales are required to put arrangements in place to enable them to participate in professional dialogue for the purpose of developing and maintaining a shared understanding of progression. 2 Mar 2023. The biggest change is a new curriculum for schools and funded non-maintained settings in Wales from September 2022. in special schools, with practitioners from other special schools. HWB.GOV.WALES uses cookies which are essential for the site to work. The theme for this year's British Science Week is 'connections', and it could not be more relevant to Ofsted's latest findings on how best to teach the subject of science. Having read this guidance, what other schools or settings do you feel it would be helpful to start building relationships with to discuss progression? Teachers will have more freedom to teach in ways they feel will have the best outcomes for their learners. Progression step 3. However, decisions relating to the frequency of meetings and engagement opportunities lie with the school/setting leaders. Draft assessment arrangements for funded non-maintained nursery settings were made available in summer 2022. Practitioners should use descriptions of learning to develop a wide range of assessment approaches that help determine whether and how progress is being made. a revised journey to curriculum roll-out section to reflect the fact that the curriculum is now being implemented, corrections to issues with definitions and hyperlinks, more clarity through minor amends to narrative following feedback, Introduction to Curriculum for Wales guidance, Curriculum for funded non-maintained nursery settings, Curriculum in Wales: Planning and priority guide, Consultations on additional Curriculum for Wales guidance, Education is changing: information for parents, carers and young people, improve our website by collecting and reporting information on how you use it. However, information that flows from assessing learner progress can contribute to the evidence of learner progress in a school, both its extent and pace, and will be used to support the professional dialogue needed to underpin self-evaluation processes. The curriculum has been made in Wales but shaped . The guidance is published pursuant to section 71 of the Curriculum and Assessment (Wales) Act 2021. There is a clear link between these discussions and transition arrangements both within and between schools and settings. Where possible, practitioners from funded non-maintained nursery settings should also take every opportunity to engage with other funded non-maintained nursery settings and maintained nursery schools to develop and maintain their understanding of progression and share their experiences of supporting learner progression. This is your chance to get to know the new curriculum and make your contribution. The Curriculum for Wales Guidance has been updated. Create confident and capable mathematicians with accessible explanations and. Children will be learning in Progression steps, which are rough guides for where children in certain age groups should be along the progression line. These Regulations provide that curricular record means a formal record of a pupil's academic achievements, the pupil's other skills and abilities and his or her progress in school, as detailed in the Schedule to the Head Teacher's Report to Parents and Adult Pupils (Wales) Regulations 2011. Curriculum for Wales / Cwricwlwm i Gymru Curriculum for Wales - English Medium Areas of Learning and Experience Mathematics and Numeracy Progression Step 2 Geometry focuses on relationships involving shape, space and position, and measurement focuses on quantifying phenomena in the physical world. . DOWNLOAD ALL Identifying key chemistry skills The chemistry skills template (progression step 4) offers a template and example, summarising the skills developed during progression step 4, as outlined in the curriculum planning support document. How will you ensure that the discussions within a school or setting can feed into dialogue across schools and settings and vice versa and that these have a positive impact on planning, learning and teaching? Supporting learners to make progress is a fundamental driver of Curriculum for Wales and is the overarching purpose of assessment. It will be the schools responsibility, however, to approach the setting to put these arrangements in place. Information shared as part of the transition process should focus on the overall needs and well-being of the learner. For a definition of school cluster group(s), please see the. This refers to particular elements, in addition to the above, that each school or setting may choose to develop and implement in their own context to support assessment practice. The focus of discussions regarding progression will naturally evolve over time as schools and settings move through the phases of curriculum design into first teaching and then ongoing review and improvement. According to one summary of the act: [1] Moving from primary to secondary school is a key milestone in a learners journey, and being properly supported to make this transition is important for all learners. Learner progression along a continuum of learning from ages 3 to 16 is central to Curriculum for Wales. This resource is designed to be 'student-led', which means that the onus is on the pupil when completing the work. These changes are subject to completion of Senedd procedures regarding revisions to the statements of what matters Code. Practitioners understanding the progress they want learners to make throughout their education, and how to put this into practice in a coherent way across their school and cluster, is vital to ensure: Ongoing professional dialogue within and across schools and settings is central to building and maintaining this shared understanding of progression. 25 . plenty of opportunity to think like a scientist, but now the curriculum design process is explicit and KS3 - sorry, Progression step 4 - has a vital role in the development of pupils for the . The guidance document will be published in January 2020. When designing their curriculum, schools and settings should consider what information that flows from assessing learner progress needs to be gathered and recorded in order to illustrate and record progress in learning, along with when this should take place and in what level of detail. There are a number of fundamental matters that schools and settings should consider when making assessment arrangements to support their curriculum and providing learning experiences in the classroom. The school raises the level of resilience and aspiration by setting homework projects each term to support pupils' learning. Learners should be involved in the transition process to provide insight into what motivates them, what their preferences are, how they learn, what barriers there may be to their learning, and what their strengths and areas for development are, as well as to suggest potential next steps. New Curriculum for Wales. An indication of most appropriate practitioners to contribute to the most relevant discussions in supporting learner progression (depending on the focus of the discussions under consideration). Unfortunately not the ones with chocolate chips. How an understanding of child development is applied to support progression for all learners. The proposals cover six key principles as outlined in the infographic below: What happens after the assessment proposals are published on 30 April? Where reference is made within this guidance to curriculum, learning and teaching or planning for learning, assessment is implicit. . 6 Areas of Learning and Experience from 3 to 16, 3 cross curriculum responsibilities: literacy, numeracy and digital competence, progression reference points at ages 5, 8, 11, 14 and 16. achievement outcomes which describe expected achievements at each progression reference point. Assessment should not be used to make a one-off judgement on the overall achievement of a learner at a set age or point in time against descriptors or criteria on a best-fit basis. Learning will include skills and experiences, as well as knowledge. The Curriculum for Wales 2022 (CfW) is a purpose-led curriculum due to start teaching in 2022. This incorporates geography, history, religion, values andethics, business studies and social sciences. Tell the story of Wales over the last 1000 years, as you discover how Welsh history, cynefin , culture and language are connected, from the past to the present. Schools and settings should encourage and enable parents and carers to: Schools and settings should engage external partners to: The principles of progression and the descriptions of learning, articulated in the Curriculum for Wales guidance, are intended to guide curriculum design and learning and teaching, with assessment arrangements and classroom practice being an integral part of both. Progression step 5. The changes are mainly additions or amendments to existing sections. Careers education comprises three distinct elements - lessons specifically on careers, embedding careers in the curriculum, and gaining experience of the world of work. We've saved some files called cookies on your device. It will be important for all practitioners to familiarise themselves with the detail. Effective engagement with parents and career can also provide assurances to parents in respect of their learners progress, the realisation of the curriculum and the support being offered to learners. iBSL is no longer a CCEA Regulation recognised awarding organisation. The new assessment arrangements will need to ensure that learners make progress at an appropriate pace along that continuum. Maths Week is an event that you can hold at your school at any time of the year to promote the importance of mathematical skills and show how we use mathematics and numeracy in our everyday lives. They are key to school level curriculum design and development. You can change your cookie settings at any time. Changes include: In addition, we have included changes to the Humanities Area regarding the history of Wales and the world. Practitioners should provide opportunities for learners to undertake peer assessment and self-assessment, supporting them to develop these skills in a way which is appropriate to the developmental stage of each learner. . with practitioners in other schools beyond their cluster(s) to help ensure equity across the education system. Matomo cookies Progression steps will now be in place at ages 5, 8, 11, 14 and 16 relating to broad expectations of a childs progress. This will also support a schools self-evaluation processes, but should not be used for the purposes of external accountability. While the provision of personalised assessment reports to parents and carers is a statutory requirement, this is only a small element of what may be provided and should be considered in the context of the wider communication and engagement process with parents and carers. The first teaching of all year groups from primary school to Year 7 will begin in September 2022 and the new curriculum will roll out year-on-year from this point. Something went wrong, please try again later. There is a new curriculum in Wales which will be mandatory from September 2022. The curriculum published by Welsh Ministers is the starting point for discussions for funded non-maintained settings that choose to adopt it. These are only suggestions to support the planning process: This professional dialogue should inform self-evaluation, by supporting an understanding of where schools may want to improve their curriculum. Designing your curriculum 3. For the same purpose, schools will engage with funded non-maintained nursery settings as well as PRUs and other EOTAS providers with whom they have relationships to support learner transition and dual registered learners. Head teachers should ensure that learners are provided with opportunities to contribute to the communication process. If you are a parent or carer, a learner, an employer or someone with a general interest in the curriculum, or a particular part of it, you can find out how education is changing. RSE pilot final report containing learning, reflections and suggestions for schools and settings. Details of the statutory requirements for the production of transition plans to support the transition process can be found in the summary of legislation section of the Curriculum for Wales guidance. They are not a series of criteria to be directly assessed against, nor can they be assessed by discrete assessment tasks, independent of learning and teaching activities. For ease, links to the relevant sections of this guidance will be provided in the Welsh Ministers assessment arrangements guidance for funded non-maintained nursery settings. Cornerstones Director Simon Hickton provides an overview of Ofsted's latest publication, Finding the optimum: the science subject report. Identified improvements should then, in turn, be reflected in daily practice. Presentation on Curriculum for Wales by Mrs Aziz & Miss Whitehead, Mount Stuart Parent-Teacher Association (PTA), All website content copyright Mount Stuart Primary. They will explore how the aims, content and assessment of qualifications can be designed to support the Curriculum for Wales Framework, including the principles of assessment outlined in this guidance. This annual report sets out the progress made to date in implementing these recommendations to reinforce the importance of teaching past and present experiences and contributions of Black, Asian and Minority Ethnic communities as part of the story of Wales across the curriculum. You can change your cookie settings at any time. This relationship at the local, regional, and national level will help bring coherence as schools and settings engage with and enact Curriculum for Wales and it evolves within schools and settings. It differs to some extent in structure and content to other parts of the United Kingdom, in the later case particularly in . Progression in learning is a process of developing and improving in skills, knowledge and understanding over time. The curriculum is underpinned by the school's Christian vision and associated values. Further detailed guidance on the production of Transition Plans can be found here and supporting materials on transition in practice here. To fully support progression along the 3 to16 continuum, schools and settings should work collaboratively in their clusters and across wider networks. Part of: Curriculum for Wales First published: 15 November 2021 Last updated: 15 November 2021 Documents Welsh Governments response to Audit Wales report on the Curriculum for Wales. However, when assessing to award external qualifications the approach will build on the principles of Curriculum for Wales. put arrangements in place to enable all of those involved in learning and teaching to participate in professional dialogue progression within their setting, put arrangements in place to enable all practitioners involved in learning and teaching to participate in ongoing professional dialogue within the setting, support the persons employed, or otherwise engaged by it, to provide a curriculum for non-PRU EOTAS learners to come together to participate in on-going professional dialogue to develop and maintain a shared understanding of progression, Support the same persons to have on-going professional dialogue with practitioners from relevant schools and settings to support dual-registered learners, ensure that the providers they engage to deliver appropriate curricula for learners who receive EOTAS provision other than in a PRU also participate in on-going professional dialogue within their setting/organisation to develop and maintain a shared understanding of progression relating to the aspects of the curriculum that they provide, a school/settings improvement priorities, how practitioners understanding of progression is developing within their school/setting, the manner in which their learners are making progress, sets out the arrangements that enable practitioners to participate in professional dialogue to develop and maintain a shared understanding of progression, outlines how the outcomes of this dialogue will inform future discussions, curriculum and assessment design and learning and teaching, is kept under review and revisited regularly to ensure that the arrangements remain fit for purpose. . Despite this, music education in Wales did not exist before the early years of the 20th century. This is a move away from the current system where judgements are made on the overall attainment of a learner in a subject at a specific age through the allocation of a level on a best fit basis. In reality, some discussions between secondary schools and their feeder primary schools may contribute to both developing and maintaining a shared understanding of progression and supporting transition arrangements. The foundation for this engagement and partnership is establishing: Schools and settings must design and/or adopt a curriculum that enables learners to realise the four purposes, providing for appropriate progression for all learners. The statutory requirements for sharing information with parents and carers can be found in the summary of legislation section of the Curriculum for Wales guidance. These will help learners, teachers, parents and carers to understand if appropriate progress is being made. The Curriculum for Wales is the curriculum which will be taught at all levels of state-funded education in Wales to pupils aged three to sixteen years by 2026. Following a feedback period which ended in July 2019, the refined version will be available in January 2020, which will be used throughout Wales from 2022. VENDRE! UPDATE: Now includes LNF and DCF Steps 1, 2 and 3. To be truly effective all those involved with a learners journey need to collaborate and work together. These Regulations amend Schedule 17 to the Coronavirus Act 2020 to enable the Welsh Ministers to make a notice to temporarily dis-apply certain curriculum requirements and their associated assessment arrangements. It should be read alongside any supporting guidance and supplementary information on the key processes needed for effective learner progression, published in parallel with the legislation in summer 2022. Contributeur: Laszlo Fedor (Contributions by), Jonathan Agar (Contributions by). Consideration should also be given to any curriculum and assessment planning that takes place across the cluster. Curriculum for Wales: Progression Code Legislation The Code sets out the ways in which a curriculum must make provision for all learners. The proposals make it clear that assessment is an integral part of learning and teaching and should not be conflated with external accountability and national monitoring activities. UPDATE: Now each table includes a column on the right for your own tracking information. Curriculum for Wales 2022 Following a comprehensive curriculum review, the Welsh Government has developed an exciting new curriculum that aims to create a successful and exciting future for all the children and young people of Wales. They may wish to consider the following areas as bases to support discussions to develop a shared understanding of progression. Progress and next steps will be . This statutory guidance should be read in conjunction with the rest of the Curriculum for Wales guidance on curriculum design and implementation. There will be opportunities for practitioners to engage in discussions on progression as part of: The learning gained from such discussions at a regional and national level should feed back into processes at a local level. This is important to help them: spot any issues or extra support they need. By continuing to use this site, you agree to our use of cookies. profitez du shopping sans soucis. Effective transition is about supporting all learners along the learning continuum, as they move between different groups, different classes, different years and different settings. The context of the review says 'Art is a rich and varied set of practices central to human civilisation. This should be provided alongside the history of any additional challenge or support provided. Women Lawyers Association of NSW - An opportunity for female law .